Charting the Winds of Change: Evaluating Innovative Medical Curricula

Abstract

The increased interest, in North America and around the world, in problem-based and community-oriented medical curricula has sparked interest in the evaluation of these innovative programs. In January 1989, the Josiah Macy Jr. Foundation sponsored a conference to consider designs for evaluation studies and the potential distinctive outcomes of the innovative curricula that might be foci of these studies. After defining an "innovative curriculum," the participants identified seven characteristics of "important evaluation studies," particularly endorsing studies that compare curricula as whole entities. The participants then identified 26 areas where differences between graduates of innovative and traditional curricula might be expected, and five equally important areas where differences are not expected. Distinctive outcomes of innovative curricula were anticipated in areas such as interpersonal skills, continuing learning, and professional satisfaction. Overall, these recommendations are offered to stimulate creative evaluations of the growing number of innovative programs in medical education.

The 3C3R Model: A Conceptual Framework for Designing Problems in PBL

“…Among these dilemmas, they found that educators and students were most concerned with the issues of depth versus breadth and factual knowledge versus higher-order thinking skills. These issues arose from PBL students' slightly less than desirable performances on content tests compared to traditional students (Albanese & Mitchell, 1993;Friedman et al, 1992;Levesque, 1999;Vernon & Blake, 1993), as well as teachers' (Angeli, 2002) and students' (Dods, 1997;Lieux, 2001;Schultz-Ross & Kline, 1999) concerns with respect to sufficient content coverage in a PBL curriculum. Although some studies indicated that sufficient breadth of content acquisition was not sacrificed for depth of content learning (Gallagher & Stepien, 1996), others suggested that more balance was necessary (Dods, 1997).…”

Manfaat dan Hambatan Problem-Based Learning (PBL) Menurut Perspektif Mahasiswa Baru di Fakultas Kedokteran Universitas Riau

“…Pengetahuan dan keterampilan akan berkembang seperti spiral. Kesulitan dalam ujian ilmu pengetahuan dasar (biomedik) dibandingkan kurikulum konvensional dapat diatasi sesuai dengan Mennin et al (1993) 20 yang menyatakan metode teacher-centred dan terstruktur dapat lebih baik dalam mengajarkan ilmu biomedik dasar. Sehingga pada masa adaptasi awal mungkin perkuliahan tetap diberikan dalam jam yang relatif lebih banyak.…”

Intérêt d’un exercice centré sur la capacité d’auto-validation des connaissances au cours d’un dispositif d’apprentissage par problèmes

“…Friedman et al [11] ont également montré que l'APP permet aux étudiants d'atteindre des habiletés interpersonnelles supérieures, une plus grande pratique de l'apprentissage continué et un plus haut niveau de satisfaction professionnelle. Plus récem-ment, Haak et al [12] ont montré que l'APP appliqué en biologie facilitait l'apprentissage et diminuait la disparité entre étudiants avec des connaissances initiales inégales.…”